Abstract

Living with, or in the wake of, the Covid-19 pandemic, many of us involved in education have experienced dramatic changes to the way that education and schooling takes place. We have experienced school closures, the contraction of face-to-face teaching and an increase in distance, hybrid and blended approaches in school environments that we had never previously imagined at this scale. Recent calls for ‘Covid keepers’ (O’Connell, 2021) and to ‘build back better’ (Riggall, 2020) have resulted in educators seriously considering what we have learned in recent years about our educational ecologies. This piece reflects on the introduction of Video-Enhanced Dialogic Assessment, a quality-assurable framework for successful completion of teacher training and assessment.